Socio-emotional learning and mental well-being: a didactic proposal based on the understanding of performing arts techniques

Abstract

Considering that the development of students' socio-emotional skills has gained prominence in didactic approaches, with the demand for training for sustainable global citizenship, this work seeks to understand its definitions and present practical suggestions for assistance in the educational field. For a better understanding, a historical survey of definitions and the purpose of socio-emotional learning is carried out, based on the bibliographic analysis of references in research published by some international organizations, such as WHO, UNESCO, UNICEF and OECD. It also seeks to analyze a practical proposal, applicable to socio-emotional learning and the integral formation of students, developed by Constantin Stanislavski, known as the greatest russian pedagogue and director of the performing arts. By presenting considerations based on the analysis of Stanislavski's System, detailed in his work, "The Preparation of the Actor", aspects of his approach are associated with the perspective of aesthetic education, as proposed by Friedrich Schiller, and contemporary conceptions of integral education. The findings described herein indicate the concrete possibility of adapting Stanislavski’s practical proposals and the resources of aesthetic education to the training of educators, aimed at fostering the socioemotional competencies of learners within school communities, promoting mental well-being, and equipping students with lasting professional and social skills.